A dialogical approach to conceptualizing teacher identity

Zhang et al. (2018) used Akkerman and Meijer's (2011) concept of identity as dynamic, multiple and social as the key theoretical underpinning for their work.

“For example, Zhang et al. (2018) highlighted Akkerman and Meijer's (2011) concept of identity as dynamic, multiple and social as providing the key theoretical underpinning for their work.”

Identity is characterised by such conceptions as multiple, discontinuous and social.

“Accordingly, identity is characterised by such conceptions as multiple, discontinuous and social.”

Identities are changing, dynamic, continuously negotiated and reshaped in interactions with others.

“Identities are changing, dynamic, continuously negotiated and reshaped in interactions with others (others in the broad sense; e.g. other people, groups, institutions and cultural categories) (Akkerman and Meijer 2011; Lee and Schallert 2016).”

Dialogical self is composed of multiple I-positions changing in response to social settings one encounters.

“Dialogical self is composed of multiple I-positions changing in response to social settings one encounters (Akkerman and Meijer 2011).”

We need to consider also the modern stance on identity which sees identity as unitary, continuous and individual.

“They suggest that we need to consider also the modern stance on identity which sees identity as unitary, continuous and individual.”

Dialogical self is a negotiated space and the voices within the self can be diverse or even contradictory.

“Dialogical self is a negotiated space and the voices within the self can be diverse or even contradictory (Akkerman and Meijer 2011; Hermans 2001).”

There are problems in leaning purely on postmodern views on identity.

“Akkerman and Meijer (2011) argue that there are some problems in leaning purely on postmodern views on identity.”

The programme seems to promote new awareness about Anna's professional sense of self, contributing to re-defining her professional I-positioning.

“The programme seems to promote new awareness about her professional sense of self ( ' opening my eyes ' ), contributing to re-defining her professional I-positioning (Akkerman and Meijer 2011).”

Regarding her professional self, Anna negotiates multiple and discontinuous I-positions in response to various contexts to maintain coherence and unity in her professional identity and sense of self.

“Regarding her professional self this means negotiating multiple and discontinuous I-positions in response to various contexts to maintain coherence and unity in her professional identity and sense of self (Akkerman and Meijer 2011).”